Questions 1(a) [20 marks] and 1(b) [20 marks)] – both questions are compulsory
1(a) Comparative education (chapter 8 of the prescribed book)
1. Define “comparative education”. (4)
Comparative education is the study of educational systems, practices, and policies
across different countries or regions in order to understand similarities and
differences, and to identify best practices and lessons that can be applied in
different contexts. This involves examining the historical, cultural, social, political,
and economic factors that influence education in different countries, and
analyzing the impact of global trends and movements on education systems. The
aim is to promote mutual understanding and learning among different
educational systems, and to contribute to the improvement of education
worldwide.
2. Discuss any four phases of the historical evolution of the field of comparative
and international education. (8)
The field of comparative and international education has undergone several
phases of historical evolution, each marked by significant developments and
changes.
The first phase of the historical evolution of comparative and international
education can be traced back to the late 19th and early 20th centuries. This
period was characterized by a focus on colonial education systems, with the
primary aim of spreading Western values and knowledge to colonized
populations. The study of education in different countries was primarily focused
on understanding and promoting the superiority of Western educational models.
, The second phase of the historical evolution of comparative and international
education occurred in the mid-20th century, marked by the increasing trend
towards decolonization and the establishment of independent nation-states. This
led to a shift in focus towards understanding and addressing the unique
educational needs and challenges of post-colonial societies. During this period,
scholars began to examine the impact of colonialism on education, as well as the
efforts to develop indigenous educational systems and policies.
The third phase of the historical evolution of comparative and international
education emerged in the late 20th century, characterized by globalization and
the increasing interconnectedness of education systems around the world. This
period saw a growing emphasis on cross-national comparison and collaboration,
as well as the rise of international organizations and initiatives aimed at
promoting educational development and cooperation.
The fourth phase of the historical evolution of comparative and international
education is the current era, marked by a renewed focus on decolonizing
education and promoting inclusive and equitable educational practices. This
phase is informed by critical perspectives that challenge dominant Western
theories and frameworks, highlighting the need to center indigenous and non-
Western knowledge systems in the study and practice of education. Moreover,
there is a growing emphasis on addressing issues of inequality and social justice in
education, as well as promoting inclusive education for all learners, regardless of
their background or abilities.
In conclusion, the field of comparative and international education has evolved
through various phases, each characterized by changing priorities and
approaches. Today, the field is marked by a commitment to decolonizing
education and promoting inclusive and equitable educational practices.
3. Discuss four areas that show the value and the purpose of comparative
education and its contribution to education as a whole. (8)
Comparative education is a valuable tool that enables us to examine different
educational systems, policies, and practices across different countries and
cultures. The prescribed book, "Decolonizing education in the Global South:
historical and comparative international perspectives," offers valuable insights
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